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Morphophonemic analysis boosts orthographic and semantic learning of academic words for Spanish–English bilinguals.

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Title: Morphophonemic analysis boosts orthographic and semantic learning of academic words for Spanish–English bilinguals.
Authors: Zhang, Jie, Hou, Zhenjie, Kharabi‐Yamato, Lana, Winton, Stephen, Iluore, Azizah Curry, Lee, Grace, Zhang, Huan, Nam, Rosa
Source: Journal of Research in Reading. Nov2024, Vol. 47 Issue 4, p454-474. 21p.
Subjects: Orthography & spelling, Semantics, Morphology, Morphometrics, Ontogeny, Voxel-based morphometry
Abstract: Background: Upper elementary grade students encounter increasingly complex texts with abundant morphologically complex words. Despite the positive effects of morphology‐based vocabulary instruction, emergent bilinguals with limited word reading skills may need additional support. Methods: This study investigated the effects of morphological analysis and morphophonemic analysis instruction on the orthographic and semantic learning of morphologically complex academic words. Fourth‐ and fifth‐grade Spanish–English bilingual students (N = 30) in the United States participated in two learning tasks. In learning task one, participants learned two sets of carefully matched derivational words under morphological and whole‐word learning conditions. In learning task two, the same participants learned two other sets of words under morphophonemic and whole‐word learning conditions. Each learning task included two learning sessions interweaved by meaning recall and spelling production assessments. Cross‐classified multilevel regression was used to assess the effects of intervention conditions, child and item predictors, as well as cross‐level interactions. Results: Findings showed no significant difference in meaning recall and spelling measures between morphological and whole‐word conditions. Students performed significantly better in the morphophonemic condition than in the whole‐word condition for both meaning and affix spelling outcomes. The effect of morphophonemic intervention over whole word condition was stronger for younger students and words of lower base frequencies. Student meaning and spelling performance was significantly predicted by their word reading skills. Conclusions: Morphophonemic analysis instruction enhances word meaning recall and spelling of complex derivative words. Highlights: What is already known about this topicUpper elementary emergent bilinguals experience challenges in comprehending complex texts largely due to their limited English vocabulary.Morphology‐focused interventions led to generally positive literacy gains among native English speakers and emergent bilinguals. What this paper addsCompared with whole‐word learning, morphophonemic analysis instruction enhanced word meaning recall and spelling of derivative words for bilinguals who were still developing word reading skills.Compared with the whole‐word learning approach, no advantage was observed for the morphology‐focused instruction on word meaning or spelling recall. Implications for theory, policy, or practiceMaking explicit linkages between word decoding and meaning enhances new word learning for emergent bilingual students.Emergent bilingual students with limited word reading skills benefit from additional phonological support in morphology instruction. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Research in Reading is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Morphophonemic analysis boosts orthographic and semantic learning of academic words for Spanish–English bilinguals.
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  Data: <searchLink fieldCode="AR" term="%22Zhang%2C+Jie%22">Zhang, Jie</searchLink><br /><searchLink fieldCode="AR" term="%22Hou%2C+Zhenjie%22">Hou, Zhenjie</searchLink><br /><searchLink fieldCode="AR" term="%22Kharabi‐Yamato%2C+Lana%22">Kharabi‐Yamato, Lana</searchLink><br /><searchLink fieldCode="AR" term="%22Winton%2C+Stephen%22">Winton, Stephen</searchLink><br /><searchLink fieldCode="AR" term="%22Iluore%2C+Azizah+Curry%22">Iluore, Azizah Curry</searchLink><br /><searchLink fieldCode="AR" term="%22Lee%2C+Grace%22">Lee, Grace</searchLink><br /><searchLink fieldCode="AR" term="%22Zhang%2C+Huan%22">Zhang, Huan</searchLink><br /><searchLink fieldCode="AR" term="%22Nam%2C+Rosa%22">Nam, Rosa</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Research+in+Reading%22">Journal of Research in Reading</searchLink>. Nov2024, Vol. 47 Issue 4, p454-474. 21p.
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  Data: <searchLink fieldCode="DE" term="%22Orthography+%26+spelling%22">Orthography & spelling</searchLink><br /><searchLink fieldCode="DE" term="%22Semantics%22">Semantics</searchLink><br /><searchLink fieldCode="DE" term="%22Morphology%22">Morphology</searchLink><br /><searchLink fieldCode="DE" term="%22Morphometrics%22">Morphometrics</searchLink><br /><searchLink fieldCode="DE" term="%22Ontogeny%22">Ontogeny</searchLink><br /><searchLink fieldCode="DE" term="%22Voxel-based+morphometry%22">Voxel-based morphometry</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Upper elementary grade students encounter increasingly complex texts with abundant morphologically complex words. Despite the positive effects of morphology‐based vocabulary instruction, emergent bilinguals with limited word reading skills may need additional support. Methods: This study investigated the effects of morphological analysis and morphophonemic analysis instruction on the orthographic and semantic learning of morphologically complex academic words. Fourth‐ and fifth‐grade Spanish–English bilingual students (N = 30) in the United States participated in two learning tasks. In learning task one, participants learned two sets of carefully matched derivational words under morphological and whole‐word learning conditions. In learning task two, the same participants learned two other sets of words under morphophonemic and whole‐word learning conditions. Each learning task included two learning sessions interweaved by meaning recall and spelling production assessments. Cross‐classified multilevel regression was used to assess the effects of intervention conditions, child and item predictors, as well as cross‐level interactions. Results: Findings showed no significant difference in meaning recall and spelling measures between morphological and whole‐word conditions. Students performed significantly better in the morphophonemic condition than in the whole‐word condition for both meaning and affix spelling outcomes. The effect of morphophonemic intervention over whole word condition was stronger for younger students and words of lower base frequencies. Student meaning and spelling performance was significantly predicted by their word reading skills. Conclusions: Morphophonemic analysis instruction enhances word meaning recall and spelling of complex derivative words. Highlights: What is already known about this topicUpper elementary emergent bilinguals experience challenges in comprehending complex texts largely due to their limited English vocabulary.Morphology‐focused interventions led to generally positive literacy gains among native English speakers and emergent bilinguals. What this paper addsCompared with whole‐word learning, morphophonemic analysis instruction enhanced word meaning recall and spelling of derivative words for bilinguals who were still developing word reading skills.Compared with the whole‐word learning approach, no advantage was observed for the morphology‐focused instruction on word meaning or spelling recall. Implications for theory, policy, or practiceMaking explicit linkages between word decoding and meaning enhances new word learning for emergent bilingual students.Emergent bilingual students with limited word reading skills benefit from additional phonological support in morphology instruction. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Group: Ab
  Data: <i>Copyright of Journal of Research in Reading is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/1467-9817.12455
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      – Code: eng
        Text: English
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        PageCount: 21
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      – SubjectFull: Orthography & spelling
        Type: general
      – SubjectFull: Semantics
        Type: general
      – SubjectFull: Morphology
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      – SubjectFull: Morphometrics
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      – SubjectFull: Ontogeny
        Type: general
      – SubjectFull: Voxel-based morphometry
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              M: 11
              Text: Nov2024
              Type: published
              Y: 2024
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